Mailman 3 June 2004 - Edu-sig

Re: [Tutor] what? (late nite entertainment) (*)
by Gregor Lingl 24 Mar '05

24 Mar '05

Now: early morning corrections ... Alfred Milgrom wrote: > Hi Gregor: > > Hard to work out what is what :) as there seems to be a typo in one > line of your code: > > if x[z]: x[z*z:n:z]=y[z*z:n:z] > > (At least it doesn't work on my machine with Python 2.2) > Yeah, I had the idea when playing around with some new features of Python 2.3, as I do sometimes late at night - before shutting down my computer. This one I found at: http://www.python.org/doc/2.3.3/whatsnew/section-slices.html and I looked for an example for use of "assignment with extended slices" ... > Also the subroutine breaks for n = 1 or less. > Maybe you need a line at the start to say > if n <2 : return [0] > what() was intended to generate all primes less than n. (In fact it's an implementation of the sieve of Eratosthenes). The bugs came not only from not beeing interested in primes less than 2 ;-) but also from beeing a little tired already. Sorry. I think the following version repairs that - and hopefully uses less obfuscating variable names (which in fact originally was part of the "riddle"): def primes(n): sieve, zeros = range(n), [0]*n sieve[:2]= 0,0 i = 1 while i*i < n: if sieve[i]: sieve[i*i:n:i]=zeros[i*i:n:i] i += 1 return [p for p in sieve if p] Regards, Gregor >

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Re: Introductory high school programming
by Darren Payne 01 Aug '04

01 Aug '04

See topics & msgs below to put my comments in context. I have been a member of this group for quite a while and content myself with reading the interesting things people have to say. Now I would like to add some of my experiences for others to consider. I teach computing to high school students in Australia (Sydney, NSW actually). I currently work in a "selective" school - US readers would understand this better as magnet school. Entry is gained via a battery of tests & positions offered. A few years ago I completed post grad study in gifted ed - at the end was invited to write a 2 day unit to be used in the university's gifted program. I have taken up this offer and based it on work by Jeff Spence (Canadian guy on exchange in my hometown a few years back) Anyway - I have been using Java and have reasonably successfully taught an introduction to Java - as a first language - to 10 and 11 year old children. This year I decided I would introduce my year 7 classes to Java. Now, after one term (10 weeks), I fear it is just too difficult. In essence, the more Java I learn the less I like Java. The decision to go with Java was encouraged by my current yr12 class whom last year were determined to learn a "real" language AKA C++. I compromised and "taught" them Java. Only one of these students has put in enough effort to establish any level of skill with the language. I really wanted to show them Python. Last year (as well - in parallel to yr12) I started teaching Python as a first language to my yr9 (now yr10) class - they loved it and I enjoyed teaching it. Re Scheme; my yr12 class also do an option involving different paradigms - one of these is the functional paradigm. So I teach Haskell. I really like it, I like the way it makes me think. Because the students can be examined on either Hskell or Scheme (Lisp) I also show them some Scheme - but prefer Haskell becasue no reverse Polish notation and no brackets! In summary, I have found Python far and away to be the best language for high school students. It is powerful, easy to use, has clear simple syntax that doesn't "get in the way", is extendable with loads of other modules, has an active developer community, is open source so I can burn it CD and legally give it to kids to take home and so much more. Perhaps best of all it teaches the major, MODERN CONCEPTS in programming and these are easily transferred to other languages. I don't like Java (read this like "tiggers don't like Java" - I have a 3 yr old and 4 old!)- it is all just hype and we have all been suckered in. Compiler errors are a hassle for students - interpreted is much better during learning & development of programs. Being forced to use OO for even trivial programs puts too much overhead in the way of learning to program. Python overcomes this because OO is optional - you don't have to use it with trivial programs. Anyway - enough from me at this point. Hope this offers a semi empirical flavour to the discussion. regards P.S. - consider Python Programming for absolute beginner by Michael Dawson as a text. Darren Payne Hurlstone Agricultural High School > > > Today's Topics: > > 1. Introductory high school programming class - > Python or > TeachScheme (Joseph Ehlers) > 2. Python for High School Students (Garret > McGraw) > 3. RE: Introductory high school programming class > - Python > orTeachScheme (Kirby Urner) > 4. RE: Introductory high school programming class > - Python > orTeachScheme (Liow, Dr. Yihsiang) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 5 May 2004 20:48:25 -0500 > From: "Joseph Ehlers" <ehlersjp(a)msn.com> > Subject: [Edu-sig] Introductory high school > programming class - Python > or TeachScheme > To: <edu-sig(a)python.org> > Message-ID: > <BAY4-DAV64OgRGkQ6mB00001262(a)hotmail.com> > Content-Type: text/plain; charset="iso-8859-1" > > I'm trying to propose an introductory computer > programming class for high school students. I do > not have a programming background so I will be > learning the language just like the students. > Through my research I came across Python. It sounds > great - easy to learn, teaches thinking skills, and > is fun. I was set to go with Python then I came > across the TeachScheme project which also sounds > great - it too is easy to learn, teaches thinking > skills and comes with lots of curriculum. I have a > few questions and I'm hoping this group can shed > some light on this issue. > > 1. Is one better than the other (Python vs. > TeachScheme) to teach high school novices > programming skills, thinking skills, language, and > keeping their attention so I can then have an > audience for a second, more advanced programming > class? > > 2. I've looked at "How to Think Like a Computer > Scientist", it looks very doable for a novice and > "Python Programming for the Absolute Beginner" > (Premier Press) looks like a lot of fun. Is there > any other curriculum for high school students out > there? > > 3. Is it possible to teach a semester of > TeachScheme and a semester of Python or is that > overkill on the basics and not doing justice to > either program? > > I appreciate your assistance. >

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How to evaluate programming skills, are there any international benchmarks?
by Linda Grandell 27 Jul '04

27 Jul '04

Hello everybody, I have been going through the edu-sig archive for a couple of months now; there is really a lot to read and learn in there. I work at the Department of Computer Science at Åbo Akademi University in Turku, Finland. For the last two years I have been active in a project, whose aim is to acquaint high school students with computer science, since no true computer science education is available to them otherwise. While working with these high school students I have realized how important it would be for them to get a true and correct conception of what computer science is all about. I think the idea of CP4E, proposed by Guido van Rossum, is very good. I believe that everybody (not only future computer scientist) would gain from knowing how to program, due to the meta skills learned in the process. When one learns to program one also acquires knowledge in how to solve problems, think logically, methodically and algorithmically. I think the basic education in computer science has not been given enough attention; in my opinion the basic computer science courses should have high priority, since they act as starting points into the field. I feel that programming should be taught in high schools, since these should provide all-round learning and ensure that the students receive the skills and knowledge needed for further study and in life in general. The reason I am telling you all this is to set some kind of background to what I want to ask you about. I am about to engage myself in research as a PhD-student, focusing on how programming and algorithmic thinking can be taught to high school students. I have been very fascinated by Python, and have decided to use that as the first thing to try out in order to get some results on how high school students should (or shouldn't :) be taught. I will start by developing a course in Python that I will give to newbies in high schools. I have not had any problem in finding material for the course, but what I do see as a problem is how I should go about evaluating the course. Since I am aiming at a PhD, I would, naturally, like to be able to extract some information about whether the course promoted the problem solving, programming and algorithmic thinking skills of the students. Since there are a lot of different persons on this mailing list, I thought it would be a good idea to write down my ponderings here. * Have anybody else done anything like what I am about to do? I would really like to hear about your experiences. * Are there any international benchmarks one can use to measure the results of this kind of an "experiment"? What should be measured and how? * What kind of research methods can and should be used? * The course will contain about 28-30 hours; I have a feeling that we will be able to cover much more programming theory using Python than, for instance, Java, but does anybody have an idea about how far we could get in that time? I am very enthusiastic about this project and I am really looking forward to giving the course. I am grateful for any answers, thoughts and advice you can give me. Best regards, Linda Grandell Åbo Akademi University Turku, Finland

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FW: Joint statement about debian edu participation from the GUADEC 2004
by Arthur 30 Jun '04

30 Jun '04

-----Original Message----- From: Knut Yrvin [mailto:knuty@skolelinux.no] Sent: Wednesday, June 30, 2004 9:25 AM To: debian-edu(a)lists.debian.org Subject: Joint statement about debian edu participation from the GUADEC 2004 -------- English ---------- Joint statement by debian edu and Skolelinux together with PSL-Brasil, gnu/LinEx and other participiant from the GNOME community In a meeting held tuesday 29 june 2004 we aggread to advance the international cooperation of Free and Open Source Software in education: through the sharing of architecture and applications. The intention is to eliminate the duplication of work and to facilitate communication of ideas between the participants. In this way we hope to improve the competence of our digital skills and to ensure universal access to technology for youth and adults. Open minds and Open Source means that we can learn from each other and to create for oneself. In order to make this happen each generation must posess the right to form, change and adapt the technology. This cooperation is of mutual benefit and will take place through traditional Free and Open Source development channels, for example the debian-edu(a)lists.debian.org mailinglist. - LinEx in Spain, Jose Angel Diaz Diaz Chief Manager of Digital Literacy Plan - PSL-Brasil in Brazil, Paulino Michelazzo - Skolelinux in Norway, Knut Yrvin Project manager

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Possible Book
by Joel Kahn 25 Jun '04

25 Jun '04

A publisher named No Starch Press . . . http://www.nostarch.com . . . has a call out for book proposals. No Starch generally focuses on computer stuff--much of their output is similar to O'Reilly, with whom they work in some ways--but No Starch is not afraid to push the boundaries of what constitutes a "technology book" once in a while. Two examples: _Internet For Cats_ and _The Spam Letters_. I'm thinking about hitting No Starch with a book idea aimed at spreading VPython to not-so-technical art educators and similar folk. The project might work better if I co-author the work with someone who can fill in some gaps and supply more angles. Before I say more about what I'm thinking of, I want input from edu-sig members. Joel __________________________________ Do you Yahoo!? New and Improved Yahoo! Mail - Send 10MB messages! http://promotions.yahoo.com/new_mail

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RE: [Edu-sig] How to evaluate programming skills, are there any international benchmarks?
by Linda Grandell 18 Jun '04

18 Jun '04

>>... >>The reason I am telling you all this is to set some kind of background >>to what I want to ask you about. I am about to engage myself in research >>as a PhD-student, focusing on how programming and algorithmic thinking >>can be taught to high school students. I have been very fascinated by >>Python, and have decided to use that as the first thing to try out in >>order to get some results on how high school students should (or >>shouldn't :) be taught. >>... > > > Linda, as a PhD candidate you must have some theories on how high school > students should or shouldn't be taught. Would you care to share? > > What experiments do you plan to do to test you hypothesis? > > Thanks, > Jeff Sandys Hi Jeff, Nice to see you are interested in teaching programming to high school students programming. As I wrote in my first post (I think), I am in the very beginning of my research, and haven't made any final decisions yet. Currently, I am reading about what have already been done, and my plan is to choose the best parts from different approaches and combine them into one, single strategy for teaching. This is probably the way all researchers in this field start out :) At this point I am thinking of using Python, pair programming, "lectureless instruction" and work in labs. I will write a short tutorial in Swedish, using "How to think as a Computer Scientist" as a basis. I am not really sure on how detailed the tutorial will be, that depends on how much time I have :) I have also thought about introducing PyGame as "something fun to work with" outside class. Before I make any decisions regarding experiments etc. I want to read the book "Computer Science Education Research" by Fincher and Petre (http://www.szp.swets.nl/szp/books/19629.htm). I have ordered it, but it hasn't come yet; with my luck, I am sure it won't arrive until after the vacations sometimes in August. I would be glad to share and discuss ideas with others. Teaching programming is a challenge, but indeed an interesting and motivating one! /Linda *********************************************************************** Linda Grandell, M.Sc. Assistant, Department of Computer Science Åbo Akademi University http://www.abo.fi/~lgrandel "You are never given a dream without also being given the power to make it true." - R.Bach

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RE: [Edu-sig] How to evaluate programming skills, are there any inte rnational benchmarks?
by Jeff Sandys 16 Jun '04

16 Jun '04

> ... > The reason I am telling you all this is to set some kind of > background to what I want to ask you about. I am about to engage > myself in research as a PhD-student, focusing on how programming > and algorithmic thinking can be taught to high school students. > I have been very fascinated by Python, and have decided to use > that as the first thing to try out in order to get some results > on how high school students should (or shouldn't :) be taught. > ... Linda, As a PhD candidate you must have some theories on how high school students should or shouldn't be taught. Would you care to share? What experiments do you plan to do to test you hypothesis? Thanks, Jeff Sandys ________________________________________________________________ The best thing to hit the Internet in years - Juno SpeedBand! Surf the Web up to FIVE TIMES FASTER! Only $14.95/ month - visit www.juno.com to sign up today!

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T.C. MItts
by Arthur 14 Jun '04

14 Jun '04

I wandered into a little gem of a book, and thought I'd share a reference to it here, as I think it to have bearing. The Education of T.C MITS What modern mathematics means to you By Lillian R. Lieber Drawings by High Gray Lieber Copyright 1942,1944 renewed 1972 W.W. Notton & Company. Inc. >From the preface (trying to be true to the typographical structure): """ "The past is antiquated You must be progressive." "The past as wonderful, The new-fangled fads are A sign of decadence" ... Oh, we know you do not like Mathematics, But We promise not to use it as an instrument of torture but to show what bearing it may have on the contradictory advice mentioned above, as well as on such things as: Democracy Freedom and License Pride and Prejudice Success Isolationism Preparedness Tradition Progress Idealism Common Sense Human Nature War Self-reliance Humility Tolerance Provincialism Anarchy Loyalty Abstract Art And so on. """ The authors, methodology for communication: """ To do this VIVIDLY, we use pictures whenever possible. And top do it CLEARLY, we use the clearest language man has invented: Mathematics. """ She also apparently wrote a wonderful book on Relativity, which I have ordered (paying dearly for a vintage copy). She would be bruised to think that, I think, that women have less of an interest in these subjects than men. Art

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Vancouver Python Workshop
by Dethe Elza 10 Jun '04

10 Jun '04

Hi folks, Thought some of you, especially those on the west coast of North America, might be interested in this. http://www.vanpyz.org/conference/ <quote> The Vancouver Python Workshop (VPW) will be held in beautiful Vancouver, Canada on July 31 to August 2, 2004. The keynote speakers will be Guido van Rossum, creator of Python, and Paul Everitt, founder of Zope. Many other Python luminaries will speak and attend. </quote> I'm not a Python luminary, being more of the lurking persuasion, but there's a good chance I'll be presenting on PyGame. I hope to meet some of you face to face there. --Dethe -- Dethe Elza, Technical Architect BLAST RADIUS STRATEGYTECHNOLOGYDESIGN www.blastradius.com

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RE: [Edu-sig] Re: VPython
by David Handy 03 Jun '04

03 Jun '04

On Thu, 3 Jun 2004, Kirby Urner wrote: > I'm > automating animations, doing 270-300 frames over a few hours, with Python > generating the povray .inc files from a spreadsheet (where the bulk of the > information is saved). That sounds so cool! What program are you using to put the frames together into a movie? What is the final file format?

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